Education / Educational sciences / Pedagogy Books
Taylor & Francis New Approaches to Problembased Learning
Book SynopsisProblem-based learning (PBL) is a pedagogical approach that has the capacity to create vibrant and active learning environments in higher education. However, both experienced PBL practitioners and those new to PBL often find themselves looking for guidance on how to engage and energise a PBL curriculum. New Approaches to Problem-based Learning: Revitalising your Practice in Higher Education provides that guidance from a range of different, complementary perspectives.Leading practitioners in the field as well as new voices in PBL teaching and learning have collaborated to produce this text. Each chapter provides practical and experienced accounts of issues and ideas for PBL, as well as a strong theoretical and evidence base. Whether you are an experienced PBL practitioner, or new to the processes and principles of PBL, this book will help you to find ways of revitalising and enriching your practice and of enhancing the learning experience in a range of higher educatioTrade Review"These authors have lived, breathed and researched PBL over a long time, so their wisdom in compiling and shaping contributions for this book is likely to benefit many interested readers."--British Journal of Educational TechnologyTable of ContentsPrefaceAcknowledgementsPart I. Stakeholders Designing Problem-based Learning Initiatives1. Introduction to Problem-based Learning (PBL), Terry Barrett and Sarah Moore2. Designing Problems and Triggers in Different Media: Challenging All Students, Terry Barrett, Diane Cashman, and Sarah Moore3. Designing Authentic PBL Problems in Multidisciplinary Groups, Marie Stanton and Majella McCaffrey4. Students as Essential Partners, Karen O’Rourke, Louise Goldring, and Marcia Ody5. Making Strong Learning Connections: Students Involvement in Improving the Interconnections of Concepts in a PBL Module, Geraldine O’Neill and Woei Hung6. Bringing Problems to Life Using Video, Compare/Contrast and Role Play: Applying Experience from Medical Education to Your PBL Context, Tatum Langford Korin and LuAnn Wilkerson7. Employers’ Perspectives on Problem-based Learning Initiatives, Siobhán Drohan, Yves Mauffette, and Jean-Louis Allard8. Evaluating Problem-based Learning Initiatives, Ivan Moore and Sari PoikelaPart II. Students Using Problem-based Learning to Enhance Capabilities9. Students Maximising the Potential of the Problem-based Learning Tutorial: Generating Dialogic Knowing, Terry Barrett and Sarah Moore10. Shining a Spotlight on Students’ Information Literacy in the PBL Process, Lorna Dodd, Eeva-Liisa Eskola, and Charlotte Silen11. Developing Reflective Practitioners through PBL in Academic and Practice Environments, Marja-Leena Lähteenmäki and Lars Uhlin12. Enriching Problem-based Learning through Design Thinking, Norman Jackson and Fred Buining13. Using Assessment to Promote Student Capabilities, Catharine Pettigrew, Ingrid Scholten, and Emma Gleeson14. The Triple Jump Assessment: Aligning Learning and Assessment, Ntombifikile Gloria Mtshali and Lyn MiddletonPart III. Sustainability and Building Capacity in Problem-based Learning Initiatives15. Planning and Building Capacity for a Major PBL Initiative, Paul Finucane, Peter McCrorie, and David Prideaux16. Empowering Tutors: Strategies for Inspired and Effective Facilitation of PBL Learning, Deirdre Connolly and Charlotte Silén17. PBL Challenges both Curriculum and Teaching, Sari Poikela and Ivan Moore18. A PBL Response to the Digital Native Dilemma, Timo Portimojärvi and Roisin Donnell19. Rethinking Supervision of PhD Work Processes: ProBell Research Group Walking the PBL Talk, Anna Raija Nummenmaa and Merja Alanko-Turunen20. How We Wrote This Book: A PBL Approach to Collaborative Writing, Sarah Moore and Terry Barrett Notes on contributors
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Taylor & Francis Ltd Can Education Change Society
Book SynopsisDespite the vast differences between the Right and the Left over the role of education in the production of inequality one common element both sides share is a sense that education can and should do something about society, to either restore what is being lost or radically alter what is there now. The question was perhaps put most succinctly by the radical educator George Counts in 1932 when he asked Dare the School Build a New Social Order?, challenging entire generations of educators to participate in, actually to lead, the reconstruction of society. Over 70 years later, celebrated educator, author and activist Michael Apple revisits Counts' now iconic works, compares them to the equally powerful voices of minoritized people, and again asks the seemingly simply question of whether education truly has the power to change society. In this groundbreaking work, Apple pushes educators toward a more substantial understanding of what schools do and what we can do to chaTrade Review"The strength of Apple's book is the combination of theoretical and empirical approaches, which he analyses from a personal and reflective perspective. He encourages us to think about our own actions as educators in how we respond to the questions, ‘can education change society?’….The great strength of this remarkable and ground breaking work is Michael Apple’s own overwhelming passion for justice, equality and his continuing fight to making a real contribution to changing society. It’s an enjoyable and engaging read that will appeal to education students, academics, practitioners and activists who are equally committed to making a more equitable and just society." - Kalwant Bhopal, University of Southampton, UK, Race, Ethnicity and Education "Education can certainly change society, but as Apple shows, not necessarily in ways that critical and progressive educators might wish. He encourages us to take heed of the conservative modernisation efforts by the right through the alliance of neoliberal, neoconservative and populist religious movements to use education both as a site of, and a tool for, social transformation, in order to learn how to bring about counter-hegemonic efforts." - Stewart Riddle Faculty of Education, University of Southern Queensland, Australia, Discourse: Studies in the Cultural Politics of Education "...these books (Can Education Change Society? and Knowledge, Power, and Education) together reminds us that all our individual and local counter-hegemonic efforts in our own colleges, departments, and home communities need to reach out to similar and more regional and national movements. It is the only through such efforts of counter-hegemonic extension that "decentered unities" are formed and Badiouian events occur. Although Badiouian events appear to happen suddenly and out of nowhere, in fact they typically follow years and decades (sometime centuries) of counter-hegemonic struggle.Apple's body of work, generally, and his most recent two books in particular, are a reminder and guide to the "realization of the importance of understanding the connections amoung intersecting power relations and working toward the long-term goals involved in building [what Williams called] 'the long revolution'" - Hans G Despain, Nichols College Massachusetts, Marx & Philosophy Review of Books"For scholars and researchers in the field of comparative and international education, this current book adds to both the depth and breadth of our ongoing conversation with Apple’s scholarship. ... this book deserves to be both read and taught." -Comparative Education ReviewTable of ContentsAcknowledgements 1. Can Education Change Society? 2. Paulo Freire and the Tasks of the Critical Scholar/Activist in Education 3. George Counts and the Politics of Radical Change 4. Du Bois, Woodson, and the Politics of Transformation 5. Keeping Transformations Alive: Learning from the "South" (Luis Armando Gandin and Michael W. Apple) 6. Wal-Marting America: Social Change and Educational Action 7. Critical Education, Speaking the Truth, and Acting Back 8. Answering the Question: Education and Social Transformation Bibliography Index
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